Science 2.06: Identify and use models, maps, and aerial photographs as a way of representing landforms.
Literacy 2.027: Think about what you already know about the topic (schema).
Lesson Objectives:
Students will be able to successfully navigate a map using coordinates and cardinal directions.
Assessment:
Individual Assessment:
Informal assessment will include individual practice using the Central Park Zoo Map (See Materials/Resources below) to plan routes to their favorite 3 exhibits.
Materials/Tools:
Smart Board
Introduction:
Introduce the map of Central Park and activate schema.
Procedures:
Activate Schema: Why would you use a map? Where would you use a map? How is a map set up to help you navigate? Whole Group Navigation Practice: We are going to take a trip through Central Park Zoo. If we are going to start at the entrance, we would begin at G3 (teacher models how to locate G3). 1. The main exhibit is the Sea Lion exhibit. At what coordinates would you find the sea lions? 2. Using the compass, which direction would you have to travel to get to the sea lion exhibit? 3. The next area we are going to visit is the barn. Which direction would we travel to arrive safely at the barn? At which coordinates is the barn located? *Have students identify different animal exhibits on the map. Allow different students to give the coordinates and the directions they traveled to arrive at the specific exhibit.
*Obtain maps from NC Department of Transportation for potential extension activity. Provide students with NC transportation map. Have students map a route from the coastal plains to the mountains. Students can also use the Metro Map (used in lesson 2) to navigate their way through Washington DC. Additional extension activities may include examinations of maps of barrier islands over the past years and the ways that they have eroded over year. Students may also study maps to observe weathering and erosion.
2.06: Identify and use models, maps, and aerial photographs as a way of representing landforms.
Literacy
2.027: Think about what you already know about the topic (schema).
Informal assessment will include individual practice using the Central Park Zoo Map (See Materials/Resources below) to plan routes to their favorite 3 exhibits.
Why would you use a map?
Where would you use a map?
How is a map set up to help you navigate?
Whole Group Navigation Practice:
We are going to take a trip through Central Park Zoo. If we are going to start at the entrance, we would begin at G3 (teacher models how to locate G3).
1. The main exhibit is the Sea Lion exhibit. At what coordinates would you find the sea lions?
2. Using the compass, which direction would you have to travel to get to the sea lion exhibit?
3. The next area we are going to visit is the barn. Which direction would we travel to arrive safely at the barn? At which coordinates is the barn located?
*Have students identify different animal exhibits on the map. Allow different students to give the coordinates and the directions they traveled to arrive at the specific exhibit.
Provide students with NC transportation map. Have students map a route from the coastal plains to the mountains.
Students can also use the Metro Map (used in lesson 2) to navigate their way through Washington DC.
Additional extension activities may include examinations of maps of barrier islands over the past years and the ways that they have eroded over year.
Students may also study maps to observe weathering and erosion.